Adolf Reinach: An Intellectual Biography

The essay provides an account of the development of Reinach’s philosophy of “Sachverhalte” (states of affairs) and on problems in the philosophy of law, leading up to his discovery of the theory of speech acts in 1913. Reinach’s relations to Edmund Husserl and to the Munich phenomenologists are also dealt with

On the Fourier transform of the characteristic functions of domains with C1C^1 -smooth boundary

We consider domains $D\subseteq\mathbb R^n$ with $C^1$ -smooth boundary and study the following question: when the Fourier transform $\hat{1_D}$ of the characteristic function $1_D$ belongs to $L^p(\mathbb R^n)$?Comment: added two references; added footnotes on pages 6 and 1

Diffractive charged meson pair production

We investigate the possibility to measure the nonforward gluon distribution function by means of diffractively produced \pi^+\pi^- and K^+K^- pairs in polarized lepton nucleon scattering. The resulting cross sections are small and are dominated by the gluonic contribution. We find relatively large spin asymmetries, both for \pi^+\pi^- and for K^+K^- pairs.Comment: 15 pages, version with changed kinematical cuts, to be pubished in Phys.Lett.

Positron-inert gas differential elastic scattering

Measurements are being made in a crossed beam experiment of the relative elastic differential cross section (DCS) for 5 to 300 eV positrons scattering from inert gas atoms (He, Ne, Ar, Kr, and Xe) in the angular range from 30 to 134 deg. Results obtained at energies around the positronium (Ps) formation threshold provide evidence that Ps formation and possibly other inelastic channels have an effect on the elastic scattering channel

Role Of Social Presence, Choice Of Online Or Face-To-Face Group Format, And Satisfaction With Perceived Knowledge Gained In A Distance Learning Environment

This mixed-methods study examined factors that contributed to satisfaction with perceived knowledge gained in a distance learning environment where collaboration represents a major portion of the course structure. Giving learners authority over the physical learning environment and offering different formats for collaboration, either online or in person, contributed to the learners’ overall satisfaction with the course. Results indicate that social presence may not have played a role in choice of distance learning format

Realistic Magnetohydrodynamical Simulation of Solar Local Supergranulation

Three-dimensional numerical simulations of solar surface magnetoconvection using realistic model physics are conducted. The thermal structure of convective motions into the upper radiative layers of the photosphere, the main scales of convective cells and the penetration depths of convection are investigated. We take part of the solar photosphere with size of 60x60 Mm in horizontal direction and by depth 20 Mm from level of the visible solar surface. We use a realistic initial model of the Sun and apply equation of state and opacities of stellar matter. The equations of fully compressible radiation magnetohydrodynamics with dynamical viscosity and gravity are solved. We apply: 1) conservative TVD difference scheme for the magnetohydrodynamics, 2) the diffusion approximation for the radiative transfer, 3) dynamical viscosity from subgrid scale modeling. In simulation we take uniform two-dimesional grid in gorizontal plane and nonuniform grid in vertical direction with number of cells 600x600x204. We use 512 processors with distributed memory multiprocessors on supercomputer MVS-100k in the Joint Computational Centre of the Russian Academy of Sciences.Comment: 6 pages, 5 figures, submitted to the proceedings of the GONG 2008 / SOHO XXI conferenc

On fractional Choquard equations

We investigate a class of nonlinear Schrodinger equations with a generalized Choquard nonlinearity and fractional diffusion. We obtain regularity, existence, nonexistence, symmetry as well as decays properties.Comment: revised version, 22 page

The Order of Phase Transitions in Barrier Crossing

A spatially extended classical system with metastable states subject to weak spatiotemporal noise can exhibit a transition in its activation behavior when one or more external parameters are varied. Depending on the potential, the transition can be first or second-order, but there exists no systematic theory of the relation between the order of the transition and the shape of the potential barrier. In this paper, we address that question in detail for a general class of systems whose order parameter is describable by a classical field that can vary both in space and time, and whose zero-noise dynamics are governed by a smooth polynomial potential. We show that a quartic potential barrier can only have second-order transitions, confirming an earlier conjecture [1]. We then derive, through a combination of analytical and numerical arguments, both necessary conditions and sufficient conditions to have a first-order vs. a second-order transition in noise-induced activation behavior, for a large class of systems with smooth polynomial potentials of arbitrary order. We find in particular that the order of the transition is especially sensitive to the potential behavior near the top of the barrier.Comment: 8 pages, 6 figures with extended introduction and discussion; version accepted for publication by Phys. Rev.

Presence And Interaction In An Inquiry-Based Learning Environment

This mixed-methods study examined how interactions facilitated cognitive, social, and teaching presence in inquiry-based learning in a course where learners had the option to choose whether to conduct group work online or in person. Findings suggest that the knowledge learners gained from the course resulted from chats and discussions within their small groups and not from threaded discussions with the entire class. Results also indicate that learners with a high degree of social presence within their small groups developed a relationship that appeared to overshadow their relationship with classmates in other groups. Teaching presence may be affected by whether learners choose to collaborate in person or online and by where they choose to collaborate. The further the group moved away from the instructor’s online or physical presence, the lower the degree of teaching presence the learners felt